Name : Nabila Tisa Lathifah

NIM : 22018143
Class : K-1 22
Subject : English Language Teaching Curriculum and Design

Submit here your understanding of competency-based curriculum and school-based

curriculum for a minimum of 500 words, supported by your references (2 articles
about competence-based curriculum and school-based curriculum). Include the
sources when you submit the references. Your assignment should be in 1 file (your
understanding and your references).

Competency-based curriculum (CBC) and school-based curriculum (SBC) are two

fundamentally different approaches to structuring educational programs, each with
distinct characteristics and implications for teaching and learning. Understanding
these approaches is essential for educators and policymakers as they navigate the
complex landscape of curriculum development and implementation.

Competency-based curriculum revolves around the acquisition of specific skills or

competencies that are deemed essential for success in various contexts, including
academic, professional, and personal life. Unlike traditional curricula that focus
primarily on covering a set amount of content within a predetermined timeframe,
CBC places a strong emphasis on what students can do rather than what they know.
This approach is grounded in the belief that mastery of essential competencies is more
important than completing a certain number of courses or years of schooling (Hodges
& Kennedy, 2016).

One of the key characteristics of CBC is its emphasis on personalized learning

pathways. In a competency-based framework, students progress through the
curriculum at their own pace, advancing to the next level once they have
demonstrated proficiency in the required competencies. This flexibility allows for a
more tailored educational experience, catering to individual learning styles, interests,
and abilities. Additionally, CBC often incorporates formative assessment practices,
providing ongoing feedback to students to help them identify areas for improvement
and refine their skills continuously (Mastery Transcript Consortium, 2020).

In contrast, school-based curriculum refers to educational programs developed and

implemented by schools or educational institutions, typically guided by national or
state standards and curricular frameworks. SBC is characterized by a predetermined
set of subjects, content, and learning objectives designed to meet the needs of a
diverse student population while adhering to prescribed educational standards (Sagala
& Untari, 2020). Unlike CBC, which prioritizes competency attainment, SBC tends to
focus more on the transmission of knowledge and content mastery within
predetermined subject areas.

One of the key features of SBC is its structured and standardized nature. In a school-
based curriculum, there is often a fixed sequence of courses or subjects that students
are expected to complete within a specified timeframe. This uniformity ensures
consistency and comparability across different classrooms and schools, facilitating a
more standardized educational experience for students. Additionally, SBC typically
involves summative assessments, such as standardized tests or exams, to evaluate
students' understanding of the prescribed content and determine their academic
progress (Al-Bahrani, 2018).

While CBC and SBC represent distinct approaches to curriculum development and
implementation, they are not necessarily mutually exclusive. Many educational
systems incorporate elements of both CBC and SBC to varying degrees, depending on
the specific context and educational goals. For example, a school may adopt a
competency-based approach within certain subject areas or courses while maintaining
a more traditional, school-based curriculum in others.

In conclusion, competency-based curriculum and school-based curriculum represent

two different paradigms in educational practice, each with its own strengths and
limitations. CBC prioritizes the acquisition of specific competencies and personalized
learning pathways, while SBC focuses on content mastery within a structured and
standardized framework. By understanding the characteristics and implications of
both approaches, educators can make informed decisions about curriculum design and
implementation to best meet the needs of their students.
 References:

1. Hodges, C. B., & Kennedy, A. R. (2016). Defining and implementing competency-

based education. Association of American Colleges and Universities.

2. Sagala, F. S., & Untari, R. (2020). Implementation of School-Based Curriculum

(SBC) in Enhancing the Quality of Vocational High School Education. Journal of
Educational Sciences, 4(2), 211-222.

3. Mastery Transcript Consortium. (2020). What is competency-based education?

Retrieved from https://mastery.org/resources/competency-based-education/.

4. Al-Bahrani, A. (2018). Curriculum change in the Sultanate of Oman: From

traditional to competency-based curriculum. Curriculum Perspectives, 38(1), 79-90.